Current Search: Language acquisition--Parent participation (x)
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(1 - 7 of 7)
- Title
- The relation of joint engagement and sustained attention to gender, context, and language development: a longitudinal study.
- Creator
- Welsh, Stephanie N., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The present study investigated the relation of children’s attentional behaviors to context, gender, and their language skills. Participants were 33 children and their parents. The following attentional behaviors were measured based on coding of video recordings of 30-minute free-play interactions at 30 months: time spent in engaged states (attending to an object, person, or event) and frequency of changes from one engagement state to another. Children’s productive vocabulary and language...
Show moreThe present study investigated the relation of children’s attentional behaviors to context, gender, and their language skills. Participants were 33 children and their parents. The following attentional behaviors were measured based on coding of video recordings of 30-minute free-play interactions at 30 months: time spent in engaged states (attending to an object, person, or event) and frequency of changes from one engagement state to another. Children’s productive vocabulary and language comprehension were measured using standardized tests at 30, 36, and 42 months. Males spent more time in joint engagement and switched engagement states less frequently. Children spent more time engaged during Animal and Picnic toy play than Book reading. Children attended longer to picnic-related objects than animal-related objects or books, and attended longer to animal- related objects than books. Longer sustained attention—measured as lower frequencies of state switches—was related to higher concurrent and future language comprehension scores.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004419, http://purl.flvc.org/fau/fd/FA00004419
- Subject Headings
- Child development, Communicative competence in children, Language acquisition -- Parent participation, Verbal ability in children
- Format
- Document (PDF)
- Title
- Directive use in primary caregiver-toddler dyads: A comparison of no risk and at-risk children.
- Creator
- Babkie, Andrea Margaret, Florida Atlantic University, Smiley, Lydia R.
- Abstract/Description
-
The development of child language within the framework of the family has received increased interest in the past decade. One recent premise is that the use of specific types of language by adults in parent-child dyads affects development. These types of adult language, labeled as directives , are verbal behaviors that communicate to the child that he or she should do, say, or attend to something, and are considered to be related to episodes of joint attention. Posited by this model is that...
Show moreThe development of child language within the framework of the family has received increased interest in the past decade. One recent premise is that the use of specific types of language by adults in parent-child dyads affects development. These types of adult language, labeled as directives , are verbal behaviors that communicate to the child that he or she should do, say, or attend to something, and are considered to be related to episodes of joint attention. Posited by this model is that episodes of joint attention lead to greater language development. One type of directive, follow-in, is hypothesized to lead to increased joint attention; while two others, redirectives and introductions , are seen to save either a negative or no role in joint attention, thus making them non-significant or negative in the development of language. The purpose of this study was to examine the use of these specifically defined directives by primary caregivers in adult-toddler dyads and to determine the role each played in episodes of joint attention. Additionally, child engagement outside joint attention episodes was examined with regard to adult directive use. Twenty primary caregiver-toddler dyads participated in the study, with two groups of ten dyads each (at-risk and no risk conditions). Dyads were videotaped at home for one 15-minute session, of which the last 10 minutes were coded for joint attention and child engagement using partial-interval recording. Additionally, each specific directive was tallied and the total number calculated. Results indicated one statistically significant result in the relationship between use of a specific directive (introduction) and number of intervals of child engagement. Multiple regression analysis demonstrated that the hypothesized model was significantly accurate with regard to the relationship between child engagement and follow-in and introductory directives; however, prediction of intervals of joint attention by type of directive was not significant (p = .487). Additionally, no significance was found in the correlation between directives and joint attention, contradicting the postulated relationship in the model studied. The results of this research suggest that, for use in measuring joint attention, the proposed narrow definitions of directives are not adequate.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/12613
- Subject Headings
- Language acquisition--Parent participation, Children--Language, Developmentally disabled children--Language, Interpersonal communication in children
- Format
- Document (PDF)
- Title
- Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
- Creator
- Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
- Subject Headings
- Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
- Format
- Document (PDF)
- Title
- The Effects of an Audio Coaching Intervention on Parents' Interactions with Their Children with Autism.
- Creator
- Oliver, Patricia, Brady, Michael P., Florida Atlantic University
- Abstract/Description
-
Children with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50...
Show moreChildren with autism may present delays in the development of social, communicative and cognitive skills. The behavioral features and patterns of development exhibited across domains can be very distinctive (Volkmar, 1999). This diversity in the expression of autism is what presents the greatest challenge for professionals and parents looking for the most appropriate and effective intervention for this population. Audio coaching intervention is one technology that has been used for over 50 years to train psychologists, medical interns, pre-service teachers, and parents of children with behavioral challenges (Baum, 1976; Crimmins, Bradlyn, St. Lawrence, & Kelly, 1984; Giebelhaus, 1994; Goodman, Brady, Duffy, & Scott, in press; Hunt, 1980; Kahan, 2002; Korner & Brown, 1952; Lindell, 2001; Werba, Eyberg, Boggs, & Algina, 2006). The intervention consists of a trainee receiving immediate feedback from a coach via a remote radio. However, the application of this technology has never been explored specifically for training parents of children with autism. The present study was designed to examine experimentally the effectiveness of the audio coaching intervention on parents' interactions with their children with autism. Three mothers and their children with autism participated in the study. The mothers received immediate feedback from a coach on prompts designed specifically for their children. Results showed that the audio coaching intervention was an effective medium to teach the mothers how to deliver effective prompts and praise to their children. Results of the intervention also generalized to tasks on which the mothers had never been trained, and maintained well after the coaching was withdrawn. All three children showed an increase in their engagement and completion of independent tasks and routines in their homes after their mothers increased their use of more effective prompts and praise.
Show less - Date Issued
- 2008
- PURL
- http://purl.flvc.org/fau/fd/FA00000685
- Subject Headings
- Autism in children, Autistic children--Family relationships, Children with disabilities, Parents of autistic children, Language acquisition--Parent participation
- Format
- Document (PDF)
- Title
- The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.
- Creator
- Welsh, Stephanie N., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
In order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular...
Show moreIn order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular activities, and early childcare and education settings. We ask how much English and Spanish exposure children receive, how that changes from 2.5 to 5 years, and whether family variables influence those changes. Participants were 149 children from Spanish-speaking homes in southeastern Florida, with at least one parent an immigrant from a Spanish-speaking country. Measured out-of-home sources of input included hours per of week of English and Spanish from a Grandparent, during Extracurricular Activities, and during Preschool at 30, 36, 42, 48, and 60 months. Parents’ Native Language Background groups were either both native Spanish-speaking or one native, Spanish-speaking and one native, English-speaking. Maternal Education was treated as a dichotomous variable: mothers whose highest level of education in English is less than a four-year college degree and mothers whose highest level of education in English is equivalent to or greater than a four-year college degree. Child Birth Order was also treated as a dichotomous variable: only children and first-born children or later born children. Results revealed that for these children from Spanish-speaking homes, Grandparents are primarily a source of heritage-language (Spanish) input and Extracurricular Activities and Preschool are primarily a source of societal-language (English) input. Findings suggest English exposure from out-of-home sources increases over time possibly at the expense of Spanish exposure. Parents’ Native Language Backgrounds and Maternal Education influenced children’s exposure to both languages from these outside sources of input; Child Birth Order did not. Implications for future research and practical application are discussed.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004891, http://purl.flvc.org/fau/fd/FA00004891
- Subject Headings
- Child development., Second language acquisition., Language acquisition--Parent participation., Bilingualism in children., Language awareness in children., Language transfer (Language learning), Verbal ability.
- Format
- Document (PDF)
- Title
- Antecedents and Outcomes of Language Choice in Bilingual Toddlers: A Longitudinal Study.
- Creator
- Ribot, Krystal M., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Bilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months....
Show moreBilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months. Children's language choices were concurrently related to English and Spanish productive and receptive language scores and to mothers' English and Spanish proficiency levels. Longitudinal multi-level modeling analyses indicated that children's language choices at 30 months were uniquely related to language growth on measures of English and Spanish productive vocabulary and Spanish receptive language, when controlling for language expo sure. These findings suggest that language use plays a causal role in language development. The findings of this study have implications for the maintenance of heritage languages in the U.S. and for the development of children's English language skills.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004540, http://purl.flvc.org/fau/fd/FA00004540
- Subject Headings
- Bilingualism in children, Code switching (Lingustics), Cognitive learning, Language acquisition -- Parent participation, Language transfer (Language learning), Second language acquisition, Verbal ability in children -- Testing
- Format
- Document (PDF)
- Title
- Increasing Language Use in Parents of Children With Autism Spectrum Disorder.
- Creator
- Honsberger, Christine, Ramasamy, Rangasamy, Florida Atlantic University, College of Education, Department of Exceptional Student Education
- Abstract/Description
-
Research has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The...
Show moreResearch has demonstrated that higher levels of parent language use is correlated with later language use and intellectual development of their children. Children with autism spectrum disorder (ASD) display deficits in social and communication skills. They also demonstrate repetitive and restrictive behaviors or interests. These behavioral deficits and excesses may contribute negatively to language development, as well as parent and child social interactions, and communication exchanges. The current study used a nonconcurrent multiple-baseline design to evaluate the effectiveness of behavior skills training (BST) and on-going graphical and verbal feedback on increasing parent language use and child words and utterances. Results of this study demonstrated that BST with on-going feedback was effective in increasing parent language use and child words and utterances above baseline levels for all four parent-child dyads. The dissertation concludes with recommendations for future research.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004892, http://purl.flvc.org/fau/fd/FA00004892
- Subject Headings
- Asperger's syndrome--Patients--Language., Language acquisition--Parent participation., Parents of autistic children., Autistic children--Language., Autism spectrum disorders--Treatment., Language disorders in children., Food industry and trade--Safety measures., Food supply--Globalization.
- Format
- Document (PDF)
